SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Describe the use of relationships for developmental and therapeutic ends in probation work 
SAQA US ID UNIT STANDARD TITLE
120283  Describe the use of relationships for developmental and therapeutic ends in probation work 
ORIGINATOR
SGB Probation Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working learning about the field and working towards a professional qualification as a probation worker.

People credited with this unit standard are able to:
  • Describe the role of relationships in probation work.
  • Describe key elements in building and maintaining therapeutic relationships.
  • Describe the use of interpersonal skills to establish and maintain relationships.
  • Describe the process of engagement and disengagement of working relationships with persons in trouble with the law. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • PW01-Demonstrate an understanding of probation work.
  • PW13-Apply basic communication skills in interactions with persons in trouble with the law.
  • PW10-Apply personal development strategies and skills to enhance effective service delivery in probation work. 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the role of relationships in probation work. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of relationships in probation work is described with reference to their role in the supervision and monitoring of a person. 
    ASSESSMENT CRITERION RANGE 
    Role includes: Context for dealing with conflict; opportunities for growth of self-awareness; prevent re-offending; promotes reintegration; establishing rapport with clients; influence; facilitate working relationships and/or co-operation.
     

    ASSESSMENT CRITERION 2 
    Possibilities of using relationships to promote reintegration and prevent re-offending are described and explained with reference to its application in families, and communities. 

    ASSESSMENT CRITERION 3 
    The role of relationships within family group conferencing are described with reference to the basic principles, concepts and elements of restorative justice. 

    ASSESSMENT CRITERION 4 
    The role of relationships within groups is described in line with a developmental framework and a programme's diversion and/or prevention objectives. 

    SPECIFIC OUTCOME 2 
    Describe key elements in building and maintaining relationships in a probation work context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of self awareness within relationships is described in relation to own feelings and emotions, and the management of these to produce beneficial outcomes. 

    ASSESSMENT CRITERION 2 
    The particular nature of relationships in probation work is described with reference to context, role as an assistant probation officer, professional codes and accepted ethical practice in the field. 
    ASSESSMENT CRITERION RANGE 
    Nature of relationships: 'Professional'; boundaries for contact and interaction clearly defined (where boundaries include: inappropriate intimacy in relationships which includes touch; putting own needs before those of the person; intrusion of own values as discrimination; bribe or punishment; inappropriate personal disclosure).
     

    ASSESSMENT CRITERION 3 
    The importance of self development is explained with reference to the importance of self awareness and self-care in the building of effective relationships. 
    ASSESSMENT CRITERION RANGE 
  • Development includes: Experiential learning; shared experiences; interactive team learning; records of incidents, responses and outcomes; developing personal congruence with the developmental approach in order to be 'useful' in the care of persons in trouble with the law.
  • Self awareness and self-care include: Recognised personal strengths and limitations, feelings and needs; separation of personal and professional issues; incorporating 'wellness' practices into own lifestyle; stress management; support networks.
     
    		•

    ASSESSMENT CRITERION 4 
    Sources of conflict in relationships are identified and dysfunctional conflict is minimised to achieve developmental goals. 

    ASSESSMENT CRITERION 5 
    Strategies to facilitate the development of relationships with relationship-reluctant people are described with reference to possible barriers, and intrinsic and extrinsic triggers. 

    ASSESSMENT CRITERION 6 
    Key elements in establishing and building relationships with persons in trouble with the law are described with reference to important stages in the relationship, risks involved, and requisite skills and attributes. 
    ASSESSMENT CRITERION RANGE 
  • Stages include: Initial contact, establishing rapport, developing trust, understanding limit-testing behaviour, predictability (as a stage in relationship building).
  • Risks include: Aggression, rejection, creating dependence, crossing boundaries.
  • Attributes include: Confidentiality, empathy, trustworthiness, respect, non-judgemental, acceptance, unconditional acceptance.
     
    		•

    SPECIFIC OUTCOME 3 
    Describe the use of interpersonal skills to establish and maintain relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The range of communication and interpersonal skills described for use in particular contexts is appropriate to the interactions and promotes the development of effective relationships. 
    ASSESSMENT CRITERION RANGE 
  • Skills include: Listening, paraphrasing, reflecting, summarising, reflecting feelings, empathic response, questioning, appropriate self-disclosure, describing behaviours, problem-solving, assertiveness.
  • Qualities include: Genuineness, warmth, politeness, respect, being prepared to say sorry, empathy.
     
    		•

    ASSESSMENT CRITERION 2 
    The importance of clear and appropriate language usage is described in terms of potential for misunderstanding and/or the creation of conflict for particular contexts. 

    ASSESSMENT CRITERION 3 
    The importance of the appropriate use of non-verbal skills is described with reference to their impact in the development of therapeutic relationships, and the potential to enhance or undermine relationships. 
    ASSESSMENT CRITERION RANGE 
    Non-verbal skills include: culturally appropriate body language, eye contact, gestures.
     

    ASSESSMENT CRITERION 4 
    Family structures and authority relations are identified, and suggested ways of working within those are appropriate to the particular family context, and promote effective relationships. 
    ASSESSMENT CRITERION RANGE 
    Authority relations include: patriarchal, matriarchal, joint leadership.
     

    SPECIFIC OUTCOME 4 
    Describe the process of engagement and disengagement of working relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of establishing a supportive environment at the beginning of the working relationship with the person is described with reference to its future success and effectiveness for work. 

    ASSESSMENT CRITERION 2 
    The assistant probation officer's role and function, and any legal responsibilities of the worker or agency is described in accordance with current legislation and ethical frameworks. 
    ASSESSMENT CRITERION RANGE 
    Clarification includes: Limits of their role, function, and competence, and when to seek advice or refer on to others.
     

    ASSESSMENT CRITERION 3 
    Protocols for the relationship are described in accordance with current legislation and ethical frameworks. 

    ASSESSMENT CRITERION 4 
    The process for engagement in a working relationship is described with reference to the importance of the characteristics and needs of the person as a departure point. 

    ASSESSMENT CRITERION 5 
    The process for the closure of working relationships is described in line with specific criteria and accepted practice in the field. 
    ASSESSMENT CRITERION RANGE 
    Criteria include: the purpose of the relationship has been attained; the relationship between the person and APO is not constructive or is no longer functional; person's goal(s) has/have been met.
     

    ASSESSMENT CRITERION 6 
    Factors relevant for future contact are identified during the closure process. 
    ASSESSMENT CRITERION RANGE 
    Factors include: Factors that may lead to resumption of contact; future roles, functions, and available services; means of re-establishing contact with the probation worker, agency; other sources of referral.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
    Note: Essential to the development of effective relationships. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
    Note: Work is invariably as a member of a team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
    Note: Effective relationship building is enhanced by an organised sense of self. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: Essential to any relationship building. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
    Note: Essential to any relationship building. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
    Note: Not directly addressed. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    Note: Essential to any relationship building. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Any arrested child who has not been released shall be assessed by a probation officer as soon as reasonably possible, but before his or her first appearance in court.
  • 'Child' means any young person under the age of 18 years.
  • 'Family group conferencing' means a gathering convened by a probation officer as a diversion or sentencing option to devise a restorative justice response to the offence.
  • 'Home-based supervision' means supervision under certain conditions where an arrested, accused, convicted or sentenced child in the care of his or her parents or guardian or in the custody of any other person, is monitored by an assistant probation officer.
  • 'Restorative justice means the promotion of reconciliation restitution and responsibility through the involvement of a child and the child's parents family members victims and the communities concerned.
  • 'Supervision' means supervision of [a] an accused convicted or sentenced person by a probation officer [by virtue] in terms of the provisions of any law. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50041   Further Education and Training Certificate: Probation Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.